Purpose:
Understanding = U Informing = I
Recommending = R Deciding = D
Participants: Teresa, Kelly, Kim, Dennis, Troy, Jeff, Ann
Task
Guiding Question
Background/ Process
Person / Time
Warm-up
How's the coaching life?
Kim shared the success of the IA training and a successful planning meeting with the Grade 4 team.
Discussion on maintaining up front interactions in order to ensure collegiality.
Do teachers know that they can continue to do work that they do with coaches even when not with coaches?
Troy shared the need to look at overviews because they are fundamental to teaching and learning in that unit. Many teachers are skipping over these.
How do we convince teachers to use best practice, or buy in to school programs and school "ways of doing things"?
We shared what we do, but all share these frustrations.
PantherNet beginner expectations have helped spur people into wanting to do more
Kelly spoke on idea: Notebook of samples of work with photos under each area to be kept in admissions - what about a computer with links to work examples? (Kim)
Should this notebook be one grade or a mix of multiple grades?
Kelly will check with Bill on electronic
Kelly will email next steps
*
1. Enter your time
2. General catch-up and support
3. Idea from Bill
All (15 min)
Kelly (3 mins)
Planning
How can we effectively plan for IA, parent and our own learning?
1. IA Training: how to move forward
2. Parents: Nov 3 (finalize)
3. Our own PD: Kathy today and Howard/Pam next week (think of questions you have for them)
Teresa (30 min)
Coaching PD
How can improve our coaching by gleaning ideas from Kathy Pfandler, Secondary Math Coach
Kathy likes to target specific areas
When looking at content, ask, "is this something you want to engage 1 student in or is this something you want the students interacting about?"
Then you can look at where that interaction can be put in
Then take lesson plan as is and write directly on it any changes
Very important to have that one focus/goal that we can constantly focus on as coaches
In debrief, you can look at comments by students which leads to discussion on what to maintain and what to change...finish with these goals for next steps
Pedagogical frame for coaching
teacher reflection tools (shared handout)
Understanding and Sensemaking
Culture
Worthwhile or not
Knowledge of teacher
provide mechanisms for equal opportunity participation
"justification" is key for not just sensemaking but also for establishing a shift in culture
wait time is SOOO important - at early stages, might even have to count it off
Second wait time (after response) VERY valuable
The philosophical ideas can give rationale behind decision making that you can team with teachers to make that decision - strong coaching technique
"Silence is okay when you are waiting and Noise is okay when they are working"
Listening what the students are saying is powerful (not just noise)
Lesson planning framework - Kathy will send copies (in box)
"anticipating what students might have trouble with and planning for if that happens"
Student Discourse Observation Tool
Different types of "explaining" (Procedures/facts, Justification, Generalization)
Every lesson should have all 3
Accountable Talk
Students can be taught to be "smart"
Learn to speak intelligently about a subject...give them language, provide times to generalize, understand all possible solutions
"Socializing intelligence takes place in and through talk."
Cognitive level of tasks
Classroom Data Tool shared.
If you don't have all the strands in this tool, then you do not have a cognitively rich task
If you can't address all the elements of the cognitive task, you can frame ALL that you do in a question that can be revisited.
>
Kathy
(45 min)
Parking Lot – Items on our plate for future meetings:
Training for IAs and subs on conference days
Rubric for coaching evaluation
Plan for communicating what we do, how we do it and why we do it
After break, we begin writing in our work per individual teacher (1:1 & in classroom)
ISB Coaches Team Meeting Agenda
Kim
Dennis
Understanding = U Informing = I
Recommending = R Deciding = D
- Kim shared the success of the IA training and a successful planning meeting with the Grade 4 team.
- Discussion on maintaining up front interactions in order to ensure collegiality.
- Do teachers know that they can continue to do work that they do with coaches even when not with coaches?
- Troy shared the need to look at overviews because they are fundamental to teaching and learning in that unit. Many teachers are skipping over these.
- How do we convince teachers to use best practice, or buy in to school programs and school "ways of doing things"?
- We shared what we do, but all share these frustrations.
- PantherNet beginner expectations have helped spur people into wanting to do more
- Kelly spoke on idea: Notebook of samples of work with photos under each area to be kept in admissions - what about a computer with links to work examples? (Kim)
- Should this notebook be one grade or a mix of multiple grades?
- Kelly will check with Bill on electronic
- Kelly will email next steps
*2. General catch-up and support
3. Idea from Bill
Kelly (3 mins)
2. Parents: Nov 3 (finalize)
3. Our own PD: Kathy today and Howard/Pam next week (think of questions you have for them)
- Kathy likes to target specific areas
- When looking at content, ask, "is this something you want to engage 1 student in or is this something you want the students interacting about?"
- Then you can look at where that interaction can be put in
- Then take lesson plan as is and write directly on it any changes
- Very important to have that one focus/goal that we can constantly focus on as coaches
- In debrief, you can look at comments by students which leads to discussion on what to maintain and what to change...finish with these goals for next steps
- Pedagogical frame for coaching
- teacher reflection tools (shared handout)
- Understanding and Sensemaking
- Culture
- Worthwhile or not
- Knowledge of teacher
- provide mechanisms for equal opportunity participation
- "justification" is key for not just sensemaking but also for establishing a shift in culture
- wait time is SOOO important - at early stages, might even have to count it off
- Second wait time (after response) VERY valuable
- The philosophical ideas can give rationale behind decision making that you can team with teachers to make that decision - strong coaching technique
- "Silence is okay when you are waiting and Noise is okay when they are working"
- Listening what the students are saying is powerful (not just noise)
- Lesson planning framework - Kathy will send copies (in box)
- "anticipating what students might have trouble with and planning for if that happens"
- Student Discourse Observation Tool
- Different types of "explaining" (Procedures/facts, Justification, Generalization)
- Every lesson should have all 3
- Accountable Talk
- Students can be taught to be "smart"
- Learn to speak intelligently about a subject...give them language, provide times to generalize, understand all possible solutions
- "Socializing intelligence takes place in and through talk."
- Cognitive level of tasks
- Classroom Data Tool shared.
- If you don't have all the strands in this tool, then you do not have a cognitively rich task
- If you can't address all the elements of the cognitive task, you can frame ALL that you do in a question that can be revisited.
>(45 min)